MelvinD. Riddick
Assignment #3 Draft
Building a Secondary Mathematics DE Course
EDT 635, Summer 2009
Building a Secondary Mathematics Course (Initial thoughts and Plans)
I. Analysis of Course DE Structure - face to face meetings for specific # of cycles per year
-cycles consist of nine days
-cycles rotate students from academic schedule/courses to shop schedule/courses
- distance in DE instruction will be minimal in face to face meetings II. Analysis of available Technologies -Message board present on CSDE server -TI 83IIs Calculators available in class sets -MS office products on CSDE server -Geometers Sketchpad software is available on server -Internet access is available on server -Automated assessment applications created by CSDE that delivers, grades and stores assessment data III. Analysis of needed software -30 Workstations for in class student use of: -MS Office products -daily or as needed internet usage -concept podcasts -webliography and webquest research activities -collaborative messaging and discussion of mathematical concepts between students and instructor -collaboration of students and instructor when students are not in academics -access to class assignments, assessmentsand course requirements form anywhere students can access the web(great for students who need extra help, time, parental progress checks -dealing with absenteeism -provides record of class activities and students’ accomplishments IV. Research in Designing DE courses V. Constructivist Theory Applications -collaborative assessments -collaborative learning and dialogue -student centered approach to all activities
VI. Design of Activities and Assessments - Curriculum and classroom activities must be consistent with:
i. Connecticut State Department of Education (CSDE) Mathematics standards and District-Wide Trimester Assessments
ii. State of Connecticut Aptitude Performance Test (CAPT) Standardized Mathematics strands
iii. Approved textbooks provided by CSDE
- must be fair in Providing all students time and accessibility to course activities
How to build a Mathematics DE course: 1.) Lesson Delivery
-Podcasts: Video, audio
- Animated text of mathematics lessons
- automated practice exams
- automated exams and data collection
2.) Lesson and Practice collaboration -Wiki and Web board usage for student collaboration on facilitator directed problem solving and theoretical discussion -Student centered classroom discussions and practice -experiment with varied deadlines for posting and content -automated assessments -record keeping of all student data -parental and administrative retrieval of assessment and student progress data -student podcasts for community usage explaining topics learned 3.)e- portfolio -Compilation of mathematics concepts taught -e-files compiled of Individual student assessment data to all curricula activities 4.)Technology requirements -What is needed to successfully facilitate good Mathematics DE. 5.)A platform where all these goals maybe tied together into a seamless delivery model -Google -Wikipedia -WEbBoard -MS Office 2007(with an emphasis on Mathematics word processing in MS Word Equation editor -Maybe the following summer courses: Web pages and Servers andMiddle School Technologywill help with the building process.But, we have to make it out of 635! Moving past these equipment difficulties I believe that a facilitator should almost be seamless in a good online course.My book finally arrived and I now can say from my reading I was thinking facilitation is a huge job and maybe best shared.Maybe students should take on different roles says the text.I guess the facilitator should decide what works best for them.However, the responsibility for discipline and motivation falls on the instructor/facilitator.
Motivation by way of writing is a very interesting idea and seems to be a difficult task to m, in good or bad writing.I try to motivate young learners every day face to face and experience difficulties.
I truly feel that all teachers must strive to obtain some level of DE in their teaching just because it is environmentally responsible.I am thinking of this because with the right tools I would be able to facilitate mathematical responses online and store them as e portfolios for parental and administrative review. By the way I have come to believe that this is where my slowness in reading comes from! A Chapter in a mathematics text maybe five pages but may take you a week to read.You must read it over and over again. Anyway, back to the how students would respond
Not very easy to do and for that reason to begin I may deal with getting lectures, assessments and collaboration
Assignment #3 Draft
Building a Secondary Mathematics DE Course
EDT 635, Summer 2009
Building a Secondary Mathematics Course (Initial thoughts and Plans)
I. Analysis of Course DE Structure
- face to face meetings for specific # of cycles per year
-cycles consist of nine days
-cycles rotate students from academic schedule/courses to shop schedule/courses
- distance in DE instruction will be minimal in face to face meetings
II. Analysis of available Technologies
- Message board present on CSDE server
- TI 83IIs Calculators available in class sets
- MS office products on CSDE server
- Geometers Sketchpad software is available on server
- Internet access is available on server
- Automated assessment applications created by CSDE that delivers, grades and stores assessment data
III. Analysis of needed software
- 30 Workstations for in class student use of:
-MS Office products
- daily or as needed internet usage
- concept podcasts
- webliography and webquest research activities
- collaborative messaging and discussion of mathematical concepts between students and instructor
- collaboration of students and instructor when students are not in academics
- access to class assignments, assessments and course requirements form anywhere students can access the web(great for students who need extra help, time, parental progress checks
- dealing with absenteeism
- provides record of class activities and students’ accomplishments
IV. Research in Designing DE courses
V. Constructivist Theory Applications
- collaborative assessments
- collaborative learning and dialogue
- student centered approach to all activities
VI. Design of Activities and Assessments
- Curriculum and classroom activities must be consistent with:
i. Connecticut State Department of Education (CSDE) Mathematics standards and District-Wide Trimester Assessments
ii. State of Connecticut Aptitude Performance Test (CAPT) Standardized Mathematics strands
iii. Approved textbooks provided by CSDE
- must be fair in Providing all students time and accessibility to course activities
How to build a Mathematics DE course:
1.) Lesson Delivery
-Podcasts: Video, audio
- Animated text of mathematics lessons
- automated practice exams
- automated exams and data collection
2.) Lesson and Practice collaboration
- Wiki and Web board usage for student collaboration on facilitator directed problem solving and theoretical discussion
- Student centered classroom discussions and practice
- experiment with varied deadlines for posting and content
- automated assessments
- record keeping of all student data
- parental and administrative retrieval of assessment and student progress data
- student podcasts for community usage explaining topics learned
3.) e- portfolio
- Compilation of mathematics concepts taught
- e-files compiled of Individual student assessment data to all curricula activities
4.) Technology requirements
- What is needed to successfully facilitate good Mathematics DE.
5.) A platform where all these goals maybe tied together into a seamless delivery model
- Google
- Wikipedia
- WEbBoard
- MS Office 2007(with an emphasis on Mathematics word processing in MS Word Equation editor
- Maybe the following summer courses: Web pages and Servers and Middle School Technologywill help with the building process. But, we have to make it out of 635!
Moving past these equipment difficulties I believe that a facilitator should almost be seamless in a good online course. My book finally arrived and I now can say from my reading I was thinking facilitation is a huge job and maybe best shared. Maybe students should take on different roles says the text. I guess the facilitator should decide what works best for them. However, the responsibility for discipline and motivation falls on the instructor/facilitator.
Motivation by way of writing is a very interesting idea and seems to be a difficult task to m, in good or bad writing. I try to motivate young learners every day face to face and experience difficulties.
I truly feel that all teachers must strive to obtain some level of DE in their teaching just because it is environmentally responsible. I am thinking of this because with the right tools I would be able to facilitate mathematical responses online and store them as e portfolios for parental and administrative review.
By the way I have come to believe that this is where my slowness in reading comes from! A Chapter in a mathematics text maybe five pages but may take you a week to read. You must read it over and over again. Anyway, back to the how students would respond
Not very easy to do and for that reason to begin I may deal with getting lectures, assessments and collaboration